Page 304 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 304
ja Krajnčan and Andreja Butolo
Parents and teacher of the modern society are characterized by: high pace-
of living, new forms of communication, access to information, competitive-
ness and the pervasive uncertainty. Since a single social consensus no longer
exists, parents and teachers in school feel insecure in education, and children
neatly exploit that. If parents once spontaneously endeavoured to bring up a
child well, in the spirit of honest, obedient and work values, today they won-
der how to raise them and what is the most they can offer to their child?
(Colette 2002)
‘The education of children is therefore seeding and collecting information
in the basic sense of the word, i.e. informing or forming a person. It is learning
the rules, which dominate the world. It is gathering of knowledge about the
options that open at the next station of the journey of life. And at the same
time, it is a search for the boundaries that separate the existential opposites,
with the first and fundamental being Small – Big.’ (Puhar 2004, 23)
Kroflič (1997a, 25) believes that the man chooses educational approaches
‘more or less consciously, depending on the experience with the traditional
educational practice, the perception of the child’s nature and development,
and of course the changing social values, which determine the content of
educational goals.’
The Man as the Unrepeated Being
Although man is determined by the culture of the society in which they lives,
he is formed into an unrepeated being. Each person presents a unique and
comprehensive personality, who experiences the environment in which they
live in their own way and responds to it with more or less consistent be-
haviour. The merit that there are no two identical human beings in the world
goes to the development of personality, which is influenced by the nature,
environment and self-activity (Žagar 2009). Every individual has fundamen-
tal, biological needs representing the first driving force of human personal-
ity. These are (instinctive) motives, which function biologically and are also
biologically satisfied. Social or socialized motives that regulate interpersonal
relationships and social cohabitation are also essential for the life of an indi-
vidual. It often happens that the social motives and social morality present
the same or even more decisive determinant in life as the physical nature of
the man. And last but not least, the personality covers also the area of spiri-
tual functioning (the mind, intuition, consciousness). The man self-fulfils and
looks for the meaning of life through this. The spiritual is determined by the
spiritual and cultural ideals, culture and its values, and the goals that exceed
the usual existence and project it to transcendence (Musek 2002).
304
Parents and teacher of the modern society are characterized by: high pace-
of living, new forms of communication, access to information, competitive-
ness and the pervasive uncertainty. Since a single social consensus no longer
exists, parents and teachers in school feel insecure in education, and children
neatly exploit that. If parents once spontaneously endeavoured to bring up a
child well, in the spirit of honest, obedient and work values, today they won-
der how to raise them and what is the most they can offer to their child?
(Colette 2002)
‘The education of children is therefore seeding and collecting information
in the basic sense of the word, i.e. informing or forming a person. It is learning
the rules, which dominate the world. It is gathering of knowledge about the
options that open at the next station of the journey of life. And at the same
time, it is a search for the boundaries that separate the existential opposites,
with the first and fundamental being Small – Big.’ (Puhar 2004, 23)
Kroflič (1997a, 25) believes that the man chooses educational approaches
‘more or less consciously, depending on the experience with the traditional
educational practice, the perception of the child’s nature and development,
and of course the changing social values, which determine the content of
educational goals.’
The Man as the Unrepeated Being
Although man is determined by the culture of the society in which they lives,
he is formed into an unrepeated being. Each person presents a unique and
comprehensive personality, who experiences the environment in which they
live in their own way and responds to it with more or less consistent be-
haviour. The merit that there are no two identical human beings in the world
goes to the development of personality, which is influenced by the nature,
environment and self-activity (Žagar 2009). Every individual has fundamen-
tal, biological needs representing the first driving force of human personal-
ity. These are (instinctive) motives, which function biologically and are also
biologically satisfied. Social or socialized motives that regulate interpersonal
relationships and social cohabitation are also essential for the life of an indi-
vidual. It often happens that the social motives and social morality present
the same or even more decisive determinant in life as the physical nature of
the man. And last but not least, the personality covers also the area of spiri-
tual functioning (the mind, intuition, consciousness). The man self-fulfils and
looks for the meaning of life through this. The spiritual is determined by the
spiritual and cultural ideals, culture and its values, and the goals that exceed
the usual existence and project it to transcendence (Musek 2002).
304
